Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale

• Published in: Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice Vol. 5; pp. 151 - 171
• Main Authors: Verlaan, Wolfram, Verlaan, Sue
• Format: Book Chapter
• Language: English
• Published: Emerald Group Publishing Limited 01.01.2015
• Subjects: Curriculum design/development; Curriculum, instruction & assessment; Education; Reflection; pre-service teachers; video-reflection; teacher educators; Dewey
• ISBN: 1784416762; 9781784416768
• ISSN: 2048-0458
• DOI: 10.1108/S2048-045820150000005014

Abstract Purpose To describe how combining a working definition of reflection with a framework for applying this definition can lead to a greater consistency in the manner with which reflection instruction is implemented in educator preparation programs. Methodology/approach Cultivating the habit and practice of reflection has been a long-standing goal of educator preparation programs. However, much of the research literature indicates a lack of consistency in the way that reflection is defined and taught in these programs, particularly in the context of video-reflection. This chapter examines how a workable definition of reflection based on Dewey’s phases of reflection can be used to make reflection instruction more consistent and meaningful for pre-service teachers. Findings The authors discuss the video-reflections of four different pre-service teachers, providing examples from their reflections to demonstrate how a workable reflection definition can assist teacher educators in developing the reflective capabilities of pre-service teachers. Practical implications By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.